Baslot, Corinne Faith S.

3rd year BPED Block A

CPE 108 A6 The Teacher and the School Curriculum

LESSON 5: TYPES OF CURRICULUM OPERATING IN SCHOOL

LEARNING COMPETENCIES

 Determine the different types of curricula operating in every school classroom

environment; and
 Explain how these types of curriculum interact and contribute to the enhancement of the
teaching and learning process.

TYPES OF CURRICULA IN SCHOOLS

1. RECOMMENDEDCURRICULUM

Most of the school curricula are recommended. The curriculum may come from a national
agency like the Department of Education(DepEd),Commissionon Higher Education (CHED),
Department of Science and Technology (DOST), Technical Education, Skills and Development
Authority (TESDA) or any professional organization who has stake in education. For examples, the
Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA)
may recommend a curriculum to be implemented in the elementary or secondary education. The
recommendations come in the form of memoranda or policies, standards and guidelines. Other
professional organizations or international bodies like UNESCO also recommend curricula in schools.

2. WRITTENCURRICULUM

This includes documents, course of study or syllabi handed down to the schools, districts,
division, departments or colleges for implementation. Most of the written curricula are made by
curriculum experts with participation of teachers. Example of this is the K to 12 Basic Education
Curriculum. Another example is the written lesson plan of each classroom teacher made up of
objectives and planned activities of the teacher. Learning will be enhanced by adherence to a
curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to
grade and from school to school. The curriculum should reflect the best knowledge of the growth and
development of learners, the needs of learners based on the nature or society. The focus of the
curriculum will ensure:
• Emphasis on reading at grade level
• Mastery of basic skills of writing and mathematics, and
• Objectives derived from state and national assessments

Instructional resources such as personnel, textbooks, software, and other materials shall be
selected based upon their alignment with the curriculum objectives and curriculum priorities.

3. TAUGHTCURRICULUM

The different planned activities which are put into action in the classroom compose the taught
curriculum. These are varied activities that are implemented in order to arrive at the objectives or
purposes of the written curriculum. These are used
bythelearnerswithguidanceofteachers.Taughtcurriculumvariesaccordingtothe learning styles of
students and the teaching styles

1. These are what teachers implement or deliver in the classrooms and schools.
2. These are planned activities which are put into action in the classroom.
3. There must be assurance that teachers and their colleagues are working toward a common set of
student objectives.
4. All faculty members have a responsibility not only to contribute to the refinement of the written
curriculum, but also teach to the curriculum objectives. Teachers are
requiredtousethedistrictcurriculumandinstructionguideastheirprimarysource of instructional
direction. The principals shall ensure that optimum use is made of available written curriculum
materials and instruction al time.
 Curriculum and instruction guides shall be provided for all subject areas and courses to assist
teachers in their teaching.
 Curriculum and instructional guides shall serve as the framework from which a teacher will
develop units of study, individual lesson plans, and approaches to instruction that will serve the
student’s particular need at a particular time. The guides shall be used to map a logical sequence
of instruction.

4. SUPPORTEDCURRICULUM

In order to have a successful teaching, other than the teacher, there must be materials which
should support or help in the implementation of a written curriculum. These refer to the support
curriculum that includes material resources such as textbooks, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each
learner to achieve real and lifelong learning.
The supported curriculum continues to have a strong influence on the taught curriculum,
especially for elementary teachers, who teach four or five subjects. The textbook is often their major
source of content knowledge. It includes all the facilities and materials that will help the teacher in
implementing the curriculum for a successful teaching-learning process.

5. ASSESSEDCURRICULUM

A tested or evaluated curriculum where teachers use paper-and-pencil tests, practical exams,
and/or portfolios to assess the student's progress and for them to determine the extent of their teaching
during and after each topic they teach. The Assessed curriculum seems to have the strongest influence
on the curriculum actually taught. In an era of accountability, teachers are understandably concerned
about how their students perform on tests. Much classroom time is spent on developing test wiseness
and on practicing questions similar to those that wil appear on district, state, and national tests. And in
almost every class, students ask the perennial question:"Will this be on the test?" There is a positive
side to this emphasis on tests, when they take the form of performance assessments.
At the duration and end of the teaching episodes, series of evaluations are being done by the
teachers to determine the extent of teaching or to tell if the students are progressing. Assessment tools
like pencil-and-paper tests, authentic instruments like portfolio are being utilized. The assessed
curriculum is to include the following components:
a. State-level assessments as required.
b. An assessment approach developed for all grade levels and courses.
c. A criterion-referenced information management system at the classroom and building levels or
coordinating timely instruction and planning ,student assessment and placement, instructional
delivery, and program evaluation.
d. A program evaluation component that guides program redesign around the district curriculum,
as well as program delivery.

Teachers will conduct frequent assessment of students on the curriculum objectives. Teacher-
made tests as well as criterion-referenced tests shall be used to determine patterns of student
achievement. Teachers and supervisors shall use test results to assess the status of individual student
achievement, to continuously regroup students for instruction, to identify general achievement trends
of various groups of students, and to modify curriculum and /or instruction as warranted by
assessment results.
6. LEARNEDCURRICULUM
 This refers to the learning outcomes achieved by the students. Learning
outcomesareindicatedbytheresultsofthetestsandchangesinbehaviorwhichcan either be cognitive,
affective or psychomotor.
The learned curriculum measures the student performance based on acquired knowledge using
various teaching methods. Hence, teachers distribute the results of a test and offer feedback in order
to ensure a positive student experience.

7. HIDDEN/IMPLICIT CURRICULUM
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values,
and perspectives that students learn in school. While the “formal” curriculum consists of the courses,
lessons, and learning activities students participate in, as well as the knowledge and skills educators
intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic,
social, and cultural messages that are communicated to students while they are in school.
It is an unintended curriculum which is not planned but may modify behavior or influence
learning outcomes that transpire in school. The hidden curriculum begins early in a child's education.
Students learn to form opinions and ideas about their environment and their classmates. For example,
children learn 'appropriate' ways to act at school, meaning what's going to make them popular with
teachers and students. They also learn what is expected of them; for example, many students pick up
on the fact that year-end test scores are what really matter.
There are lots of hidden curricula that transpire in the schools. Peer influence, school
environment, physical condition, teacher-learner interaction, mood of the teachers and many other
factors make up the hidden curriculum. Teachers should
besensitiveandawareofthishiddencurriculum.Teachersmusthavegoodforesight to include these in the
written curriculum, in order to bring to the surface what are hidden.
While each curriculum functions as a set of guidelines to facilitate teaching, a hidden
curriculum often interjects into the pattern of instruction. Although it is not intended to be part of the
curriculum or is not planned, the hidden curriculum encourages students and teachers to address
cultural and background issues that are currently affecting education and the community. These types
of curriculum collaborate with one another to motivate a critical-thinking approach for students and
teachers in schools.

In every teacher’s classroom, not all these curricula may be present at one time. Many of them
are deliberately planned, like the recommended, written, taught, supported, assessed and learned
curricula. However, a hidden curriculum is implied
andateachermayormaynotbeabletopredictitsinfluenceonlearning.Allofthese have significant role in the
life of the teacher as a facilitator of learning and have direct implication to the life of the learner.
Now that you are fully aware that there are seven types of curricula operating in every
teacher’s classroom, it is then very necessary to learn deeper and broader about the role of the teacher
in relation to the school curriculum

INTERACTION OF CURRICULUM TYPES

(Allan A. Glatthorn, Judy F. Carr and Douglas E. Harris, 2001)

How do these curriculum types interact? The research literature and experience working with education
leaders and school systems on curriculum development suggest the following:

 The recommended curriculum in general has little impact on the written curriculum and perhaps less
of an effect on the classroom teacher. The recommendations of subject matter experts and
policymakers regarding curriculum content usually have
hadlittleinfluenceonschools.Anotablerecentexceptionaretherecommendations offered by the National
Council of Teachers of Mathematics (1989), which seem to
haveinfluencedthemathematicscurriculumofmanyschoolsystemsandhavebeen positively received by
most math teachers.
 The written curriculum has only a moderate influence on the taught curriculum. Most experienced
teachers review the curriculum guide at the start of the year and then put it aside as they weigh other
 factors in deciding what to teach. They tend to give greater attention to such factors as students'
interests, their own assessment of what has worked in the past, and what will be on the state and
district tests.
 The tested curriculum seems to have the strongest influence on the curriculum actually taught. In an
era of accountability, teachers are understandably concerned about how their students perform on
tests. Much classroom time is spent on developingtest-
wisenessandonpracticingquestionssimilartothosethatwillappear on district, state, and national tests.
And in almost every class, students ask the perennial question: "Will this be on the test?" There is a
positive side to this emphasis on tests, when they take the form of performance assessments. Gooding
(1994) determined that teachers using performance assessments incorporated the use of research-
based teaching behaviors more frequently than those relying on traditional forms of evaluation. Note,
however, that a recent study concluded that students in states with mandatory high school graduation
tests achieved less on a test of academic performance than students in states with lower-stakes test
programs(Neill, 1998).
 The supported curriculum continues to have a strong influence on the taught curriculum, especially
for elementary teachers, who teach four or five subjects. The textbook is often their major source of
content knowledge.
 Thereisasignificantgapbetweenthetaughtcurriculumandthelearnedcurriculum; students do not always
learn what they are taught. Several factors account for the gap: the teacher's failure to make the
curriculum meaningful and challenging or to monitor student learning; and the students 'low level of
motivation, cognitive abilities, and short attention spans.
 As mentioned previously, the hidden and excluded curricula have a powerful
influenceonstudents'perceptions.Everydaystudentsareexposedtothehiddenand
excludedcurriculumandinternalizetheirmessages.Thus,iftheschoolsystem'sleaders speak about the
importance of physical education but allocate only 45 minutes per week to that subject in the
elementary grades, the message that delivers is that physical education does not matter, relatively
speaking.

Although all these types of curricula are important, curriculum leaders should focus on the learned
curriculum, emphasizing the importance of implementing the written curriculum and helping teachers close
the gap between the taught and the learned curricula.
 EXCITE: STOP! LOOK & OBSERVE!
_

Watch the video entitled “Real World English in Classrooms - Philippines”.

(https://www.youtube.com/watch?v=4wfctiJGZ6Y)
The video is about formal school component of the project " Improving English
Language Teaching and Learning in Mindanao" (IELTLM). Video made by Stuart Leigh of
Real World Productions, New York, NY. It focuses on English language education in the
Philippines. IELTLM is a project of the Real World Alliance (Real World Productions, Ateneo
de Zamboanga University, Notre Dame University at Cotabato City, Mindanao State University
at Tawi-Tawi, and the Philippine Broadcasting Service).www.realworldenglish.com

Listen carefully and after watching, take time to answer the following questions:
1. What can you say about a classroom environment in the Philippines?
 2. What are the types of curriculum that you can see and observe in the video?
3. How do these types of curriculum help improve the English language Teaching and
Learning in Mindanao?

1. What can you say about a classroom environment in the Philippines?

The classroom environment is of most significant factor which affects students learning,
performance, and output inside the school. A place where learning starts and body of knowledge
is being transmitted to unique individuals. The classroom environment in the Philippines based
on the video I watched, is one that is conducive to learning.

The learning space is able to cater the basic needs and accommodate every learners’
educational needs and preferences. Observing the area, the students were still able to perform
well in their academics and excel in areas such as reading and writing. Lectures, discussions,
activities, paper and pencil tests, investigations, and learning skills takes place in the classroom
setting. The students’ attention in the video is all focus to learning because they perceive the
environment as a place where they can enjoy, have fun, learn, and grow which is the goal of a
sustainable and effective classroom environment. The student and teacher interact with one
another in a communicative way where they give and receive information as part of the learning
process. With the classroom being such an important place, it is important to understand the
ways in which to operate and manage the environment in order to receive
maximum effectiveness in instruction. It is important to utilize the environment properly to
provide good quality education to learners with different needs. An ideal and effective classroom
is an environment which welcomes students positively in pursuit to establish good relationship
and building better communication.

Philippines may have been a third world country, without enough learning materials
and technological devices but this country is by far giving its best to provide the needs of every
learner in the classroom. It is clearly seen in the video that even without the vast space for
learning, teachers were able to pull of the lack by providing the best they can do to create a
conducive learning classroom environment. They taught the students with confidence,
superiority, positivity, and intelligence. To sum it up, the classroom environment in the
Philippines responds to the ever-changing educative process of learning. It is accessible to all
students, inviting and comfortable enough for them to achieve success in the global society.

can pursue explicit goals outlined in the class objectives. Teachers are expected to be more
positive, coordinated, active, confident, and caring. The educator sets the pace for the entire class
regularly. Teachers prepare for class by listening to the short audio program and drawing ideas
from the day's lesson plan found in the teacher's guide because each lesson's objectives are
clearly stated in the teacher's guide. Teachers can choose programs to help them meet the goals
of another syllabus or sequence. The teacher has decided to use the preliminary and warm-up
activity suggested in the guide pronunciation drills, spelling exercises, and reviews of previous
content are found in the early stage of blessings in this grade 5 class at Mercedes School near
Zamboanga City.
 2. What are the types of curriculum that you can see and observe in the video?

In the video, I see and observe WRITTEN CURRICULUM, which includes

documents, courses of study, or syllabi handed down to the school. Curriculum experts create the
majority of written curricula with the help of teachers. Each teacher has a written lesson plan that
includes the teacher's objectives and planned activities. Adherence to a curriculum that promotes
continuity and cumulative acquisition of skills and knowledge from grade to grade and school to
school will improve learning. The curriculum can reflect the best understanding of learners'
growth and development and learners' needs as they relate to nature or society. Personnel,
textbooks, software, and other instructional resources are chosen based on their alignment with
the curriculum objectives and priorities. The TAUGHT CURRICULUM is another applied
curriculum in which planned activities are carried out in the classroom. Another type
of SUPPORTED CURRICULUM is when there are materials, such as ILTL playing audio in
the background, that support or aid in implementing a written curriculum. Each learner can
achieve accurate and lifelong learning with the help of this Support curriculum. Teachers are to
bring to life the intercultural aspect of real-world English in each lesson. On the right-hand side
of the second page of the lesson plan, we have culture notes that provide teachers with one or
more ideas to discuss today's theme's audio program.

3. How do these types of curriculum help improve the English language Teaching
and Learning in Mindanao?

These curriculum types contribute to the improvement of English language teaching

and learning in Mindanao. The training types depict how students gain proficiency with the
material to review that data later. An educational program consists of many predetermined
goals and guidelines for people to follow to learn a subject from start to finish until it is
assessed. While there are numerous methods for learning, an educational plan improvement
program unambiguously addresses teaching objectives. As a result, students secure a learning
design, for example, the main themes in language expressions the English language Teaching.
Any organization that runs any educational program ensures that students book their
information in various ways. Educators plan the academic program in multiple ways to meet
the class's learning objectives. Numerous studies suggest that the learning interaction is more
complicated than simply providing people with data and anticipating a dreary correspondence
of realities. As demonstrating change techniques with innovation and approaches, educational
programs change to improve understudy execution. As stated by the teachers in the video, "the
use of audio to the students can grab immediately." It is pretty convenient for them to hear the
APT while simultaneously reading and acting, and then you find some suit some students who
did not like English subjects before going through that ILTL and learning to appreciate this
subject.
 Identifying the Curricula Operating in the Elementary /Secondary Schools

Direction: For each curriculum item in Column A, indicate what type of curriculum it is
being classified and its contribution to the development of school curriculum.

Curriculum Item Type of Curriculum Contribution to School Curriculum

1. Prototype Lesson Plan WRITTEN Prototype lesson plan provides understanding to

CURRICULUM students through reinforcement of different activities
inside the classroom. It encourages active
participation, motivates students to answer, and
 provide learning experiences.

2. Portfolio ASSESSED Portfolio contributes to the teachers’ evaluation and

CURRICULUM assessment. It enables teachers to assess with
outmost knowledge on the performance and
progress of learning of every learner at the end of
the course period.

3. Teacher-Learner TAUGHT The interaction between teachers and students helps

Interactions CURRICULUM contribute to the never-ending learning process of
individuals. Through this, imparting and receiving
body of knowledge is easier, so thus meeting the
educational needs of students and additional
knowledge to teachers.

4. Pencil-and-Paper ASSESSED Pencil and Paper Test is a traditional way of

Tests CURRICULUM teaching which helps determine the learners’
learning progress. With this, a teacher can evaluate
the students’ level of understanding to lessons
presented in the classroom environment. This test
helps the teachers acknowledge what methods to be
used to meet the learning goals and objectives.

5. School Environment School Environment contributes to the overall

learning process and progress of a learner. It is place
SUPPORTED
where the learning starts and where conducive
CURRICULUM
learning begins with.
School environment is the space for learning in
which educational lessons is being taught.

6. Audio-Visual SUPPORTED Audio-Visual materials provide an interacting,

Materials CURRICULUM interesting, engaging, and effective way of teaching.
It helps the students focus learn lessons while
enjoying listening and watching various learning
materials which leads to higher acquisition of
knowledge.

7. Textbooks/ebooks SUPPORTED Textbooks/E-Books contributes by providing

CURRICULUM lessons, and supports the students learning progress
with reading materials. This enables the students
unlock knowledge through reading and learn topics
using their intellectual capacity to reflect, analyze,
 and digest informations. This kind of learning
materials is also a preference to the teachers’
discussion which helps them add contribution to
their knowledge to be deliver to the students.

8. Computers/laptops SUPPORTED Computer and Laptops supports the student learning

CURRICULUM more effectively in an easier way. Through
technology, education is made possible highlighting
latest and important informations which needs to be
taught in school. With the use of these materials;
teaching and learning becomes accessible to
everyone. In this time of pandemic, these tools are
of most significant to the lives of students and
teachers. A progressivist material which improves
the development of learning conveniently and
effectively inside and outside the school
environment.

9. Experimental ASSESSED Experimental Activities are variety of activities to

activities CURRICULUM attain the goals and objectives of the written
curriculum. It contributes to every students’
intellectual; making them think and learn logically,
scientifically, rationally, and develop higher-order
thinking skills manifesting effective learning
experiences.
10. K to 12 Enhanced
WRITTEN K to 12 Enhanced Basic Education Curriculum
Basic Education
CURRICULUM contributes as a guide to teachers to develop the
Curriculum
holistic development of the learners. It improves and
develops the knowledge, skills, abilities,
characteristics, and individuality of the 21st century
learners to become globally competitive. It helps
improves the mastery of reading, writing, and
communication skills effectively. The growth and
development of every learners is honed through the
new curriculum designed and planned in order to
achieve greater outcome and success.